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									  City College
of San Francisco

Women’s Studies
 Program Review


         Women‘s Studies Program Review 2005--1
               Women’s Studies Program Review 2005
Table of Contents

Introduction and History of Women‘s Studies

Part I: Context
1. Mission /function statement                                                        3
2. Status of goals, objectives, and action plans in previous program review           4

Part II: Current Status of Unit—Historical/Statistical
1. Recent developments                                                                8
2. Results, trends, and statistical analysis                                         10

Part III: Current Status—Link to Strategic Plan
1. Teaching excellence, student learning outcomes, and program improvement           15
2. Supportive working environment                                                    18
3. Facilities renewal                                                                19
4. Technology (not applicable)
5. Equipment and supplies                                                            19

Part IV: Plans for Next Six Years
1. Major departmental goals and objectives for the next six years                     20
2. Proposed action plan addressing the above goals and objectives                     20
3. Ways in which the department will continue to address college strategic priorities 25


A      Fall 2005 and Spring 2006 Women’s Studies brochure
B      Women’s Studies courses meeting graduation and transfer IGETC requirements
C      Project SURVIVE supporting material
D      Professional activities of Women’s Studies faculty
E      Women’s Studies Student Satisfaction Survey
F      Women’s Studies Faculty Morale Survey
G      Women’s History Month Calendar
H      Women’s Resource Center supporting material
I      Intersecting Identities Conference
J      Additional sample activities
K      Websites: Women’s Studies; Project SURVIVE; Women’s Resource Center

                                                   Women‘s Studies Program Review 2005--2
                         Introduction and History of Women’s Studies

Thirty-five years ago, in the spring of 1971, City College of San Francisco offered its first course
directed specifically to women‘s interests and educational objectives—Interdepartmental Studies
20, Women in the Modern World. The unusual success of this course in meeting its goal of
promoting an understanding of the complex and demanding role of contemporary women led to
the institution of the Women‘s Studies program and then department, which has continued to
meet women‘s needs and to increase the social awareness of all students. One of the first
Women‘s Studies programs in the nation, it has expanded to over thirty-five courses in social and
behavioral sciences, arts, media and literature, health and physical education, and labor studies.
Most recently, the department has led the development of the interdisciplinary studies series of
courses on diversity and social justice. The department also offers courses in English
composition with a focus on women‘s studies, two courses devoted to lesbian issues, two courses
which focus on analyzing and ending sexual violence, and courses which focus on African
American women, Asian American women, and Latinas in the United States. The department‘s
newest offering is a course on oral histories with an emphasis on female storytelling traditions.

Each semester a variety of Women‘s Studies courses are offered during both day and evening
sessions on several of the college‘s campuses, including Ocean, Castro-Valencia, John Adams,
Mission, and Downtown. The department does not offer every course each semester; instead, it
rotates classes, along with times and locations, to meet student needs. Each semester the
department publishes a brochure containing current course offerings and a brief description of all
Women‘s Studies courses. [See Appendix A for brochures describing Fall 2005 and Spring 2006
offerings and a complete listing of Women‘s Studies courses.]

Women‘s Studies courses fulfill graduation requirements for the AA degree. In addition to
fulfilling the Area H requirement, which specifies a course in ―Ethnic Studies (H1), Women‘s
Studies (H2), or Gay and Lesbian Studies (H3), our courses provide transfer units to four year
institutions. [See Appendix B for current transferability.] Most Women‘s Studies courses provide
three units of credit, but we also offer short-term, one unit courses, such as Assertive Behavior.
All but one of the Diversity and Social Justice classes are one-half unit courses. We offer one
non-credit course. We are continually revising and expanding our course offerings to provide a
variety of courses with a Women‘s Studies focus that meet graduation and transfer requirements.

Women‘s Studies, like most of the ethnic studies departments, is a multidisciplinary, diverse
department. This means that almost all of our courses are cross-listed with ―home‖ departments,
which grant credit in that department and pay the instructor‘s salary. For example, a student who
enrolls in Women in the Arts receives Humanities units, while a student in Sex and Gender in
American Society receives Sociology credits. Receiving credit in traditional subject areas is
attractive to many of our students and allows our courses to be listed twice in the time schedule
and college catalog, once under Women‘s Studies and also under the ―home‖ department.
Although this system has some difficulties, which will be discussed later on in this report, it does
give our program greater visibility and attracts students who might not think to look up a course
under Women‘s Studies. Nevertheless, we have begun to create WOMN courses–WOMN 10,
Women and Film and WOMN 20, her/his/ourstories, and we have moved our topics course
Current Topics in Women’s Studies from IDST (51-52-53) to WOMN (51-52-53).

                                                       Women‘s Studies Program Review 2005--3
The Women‘s Studies department works cooperatively with over a dozen other departments,
including Behavioral Sciences, Social Sciences, English, Art, Physical Education, and
Broadcasting. Women‘s Studies is an active member of the Diversity Collaborative, which
includes the five ethnic studies departments–African American Studies, Latin American and
Latino/a Studies, Asian American Studies, Philippine Studies, Asian Studies–the Gay, Lesbian,
Bisexual, and Transgender Studies department, and the Labor and Community Studies

Since 1993, when the Associate Students supported a pilot project, Women‘s Studies has housed
the college‘s highly successful and now fully funded Project SURVIVE, the sexual violence
prevention and healthy relationship promotion program serving over 3,500 students each
academic year.

Finally, the Women‘s Studies department has worked closely with the Associated Students to
establish, coordinate, and expand the student-run Women‘s Resource Center. With lab aide funds
from A.S. to pay staff and department chair coordinating units to pay a Women‘s Studies faculty
advisor, the unit has become a successful student activities model.

                                                    Women‘s Studies Program Review 2005--4
Part I: Context

1. Mission/function statement

Women‘s Studies courses offer students
     •an understanding of gender socialization and women‘s experiences across cultures
     •knowledge of women‘s political, historical, and artistic achievements
     •strategies for improving communications and promoting healthy behaviors in our
     personal, social, and work lives

Vision: Through our curriculum and our work with the Diversity Collaborative (Ethnic Studies;
Women’s Studies; Gay, Lesbian, Bisexual, Transgender Studies; and Community and Labor
Studies) we promote an understanding of intersectionality and a feminist perspective throughout
the curriculum.

•to focus our studies on the concept of intersectionality, which examines women‘s issues through
the multiple lenses of gender, race, class, sexuality, ability/disability, ethnicity, religion, age, and
other social identities
•to bring together perspectives from a variety of disciplines on the role of women in culture and
society, including women‘s activities and achievements
•to demonstrate the negative effects of gender inequities in the lives of all people and to offer
strategies for resistance
•to empower women by increasing pride in their heritage as women through an
acknowledgement of women‘s contributions to culture
•to combat narrow definitions of ideals of female beauty through media literacy/critical thinking
•to provide a feminist perspective that connects theory to women‘s real life experiences

--We serve all students--women, men, transgenders--by giving them a fuller view of culture and
society through a gendered analysis that promotes gender equity in personal, social, and work
lives. We encourage students to reflect on their own gendered assumptions and to move toward a
more equitable view of culture and society.
--We support women‘s entrance into fields that have been traditionally closed to them in the
United States, such as the trades, math, and science. We applaud recent efforts, continually more
successful, to open the professions of medicine, law, and accounting to women. We
acknowledge that more work toward gender equity needs to be made in the engineering and
architecture professions. In all of these pursuits, we acknowledge the ongoing obstacles to men
of color and working class men of all cultures in most of these career areas.
--We maintain a broad offering of courses taught from a feminist perspective by highly qualified
faculty in a wide variety of departments.
--We provide a solid foundation for students who wish to transfer to four-year universities as
well as a useful framework for students enrolled in certificate programs and/or AA degree
classes, and the returning student interested in enrichment.

                                                         Women‘s Studies Program Review 2005--5
2. Status of goals, objectives, and action plans in previous program review

The Women‘s Studies department has done an outstanding job of accomplishing the goals,
objectives and action plan outlined in the previous program review. A summary report follows:

       1.Maintain and expand current Women's Studies offerings

As envisioned in the previous program review, we have continued to offer each semester nearly
3/4 of the courses listed in the catalog and have ensured that all but a few courses remain active
and are offered at least once a year. We researched and began offering a course on women and
architecture–IDST 70 Architecture and Diversity. Also, another new course–ECON 25 Women
in the Economy–meets the American Cultures requirement. As members of the campus Women‘s
Coalition, three of our instructors co-authored the Diversity and Social Justice series of courses–
IDST 80/81 A-G, which offer students an introduction to identifying and resisting racism,
sexism, classism, heterosexism, transphobia, ableism, and anti-Semitism/anti-Arabism. We have
added an advanced women‘s health course–HLTH 26, although it is one of the few courses that
we are not able to offer every year, and a course through Latin America and Latino/a Studies–
Latinas in the U.S. (Voces). Other new courses are WOMN 10 Women and Film and WOMN 20
her/his/ourstories, which will be addressed later.

       2. Incorporate appropriate new non-credit courses into the Women's Studies
       program and revitalize old non-credit courses

Our non-credit offerings have not expanded in the ways we had hoped; however, we are pleased
with the success of WOMN 9843 Issues of Concern to Women, which serves as an umbrella for a
non-credit course on empowerment and self-defense and which we offer each semester at the
John Adams campus. We dropped WOMN 9841 Challenges for Women over 40 because we
could not sustain its enrollment.

       3. Offer Community Service classes where feasible and appropriate

Instead of offering formal Community Service classes, the department has helped launch a
Saturday sexual healing workshop for women in the spring semester and a similar workshop for
men in the fall semester. This semester eighty women attended the workshop held in the Student
Union. Instead of offering an all day Saturday workshop on self-defense for women, we offer a
half-hour preview self-defense workshop each semester prior to the offering of the non-credit
self-defense class on Saturdays.

       4. Attract more Asian American students to Women's Studies classes

The department has increased the percentage of Asian American/Pacific Islanders taking our
classes from a low of 11.3 % in Fall 1994 to19% in Spring 2005. Unfortunately, we still do not
meet the college-wide average of 31% in Spring 2005.

                                                      Women‘s Studies Program Review 2005--6
       5. Obtain clerical support and appropriate office and meeting space for Project
       SURVIVE coordinator and peer educators

The department received lab aide funds to provide the Project SURVIVE coordinator with some
clerical support. The college has provided a well-lit, private, and secure office space with public
and wheelchair access along with a small adjacent space and a nearby shared larger space for the
project‘s peer educators to plan sessions, assemble packets, review presentation techniques, and
meet with students for resource and referral appointments.

       6. Work more closely with student services

The department has established good relationships with continuing student counselors in Cloud
207 and Arts 201 and continues to maintain strong ties with the Re-entry Program in Smith Hall.
The department acknowledges the need to make more regular visits to the counselors in new
student counseling in Conlan 205. Recently, however, the department has built connections with
New Student Counseling to deliver Project SURVIVE information to incoming students.

       7. Request increased department input into evaluating Women's Studies instructors

Women‘s Studies faculty have begun to serve on more evaluation teams of instructors who teach
Women‘s Studies courses, but this is an area that still needs improvement.

       8. Recruit faculty from other departments to teach new Women's Studies courses

The department recruited an Economics instructor to create a new course–ECON 25 Women in
the Economy. Now offered every semester, the course satisfies the American Cultures
requirement and also carries an honors option. The department encouraged the then Latin
American Studies department, now Latin American and Latino/a Studies department, to offer a
course of special interest to women. LAMS, now LALS, launched LAMS/LALS 10–Latinas in
the U.S. This popular course is also offered every semester. Women‘s Studies helped create a
new IDST course with an emphasis on women and other underrepresented groups in
architecture–IDST 70 Architecture and Diversity. Team-taught by four art history/humanities
instructors and an architectural designer, the course is currently being revised to meet student
requests to distribute class content more evenly among the art history and studio sections. Also, a
small team of Women‘s Studies instructors authored and launched the new Diversity and Social
Justice series IDST 80/81. In addition to teaching three of the first six courses, they recruited
instructors from ESL, Health Science, and Disabled Students Services and Programs to teach in
the series. The department also led two specific hiring committees to facilitate the infusion of
community expertise into the Diversity and Social Justice series.

       9. Encourage Women's Studies instructors to incorporate workplace skills into their
       course requirements

The two Project SURVIVE courses have been included in the Community Health Worker
certificate program as electives. Also, Project SURVIVE has launched its own successful
certificate program ―Sexual Health Educator.‖ A number of former Project SURVIVE peer

                                                       Women‘s Studies Program Review 2005--7
educators have used this certificate to find jobs with San Francisco Women against Rape, The
Riley Center, La Casa de las Madres, Health Initiatives for Youth, and Females against Violence.
Recently, the department has helped launch the new ―Trauma Prevention and Recovery
certificate, which includes the introductory Project SURVIVE course as one of its required

       10. Encourage the Business Department to focus some of its courses on women

The Business department has agreed to create and offer a new course Women as Leaders at Work
beginning Fall 2007.

       11. Cross-list relevant courses offered in other departments and programs

In the interest of keeping a feminist perspective in all cross-listed courses, the department has
cross-listed only courses that it has either participated in developing or has been consulted with
regarding content.

       12.Work toward all Women's Studies courses meeting at least the Area H2
       graduation requirement (See Appendix B.)

Currently, all Women‘s Studies courses except Psychology 14-15-17 meet at least the Area H2
or another Area H graduation requirement. PSYCH 14-15-17 cannot meet Area H because the
course content, while central to promoting healthy relationships and serving as elective choices
in the Sexual Health Educator certificate, does not meet Area H criteria.

       13. Work toward more Women's Studies courses becoming transferable to CSU/UC

Nearly 2/3 of our courses are now UC transferable. The department has contacted the
Articulation Officer for suggestions in making additional Women‘s Studies courses transferable
to the UCs, and it is now our understanding that since a number of our courses are equivalent to
UC upper division courses in content if not in level of instruction, further articulation remains a
challenge. [See Appendix B.]

       14. Track Women's Studies data more accurately

The Office of Research, Planning, and Grants now calculates FTES, WSCH, Load and FTE data
for courses that are cross-listed in Women‘s Studies.

       15. Investigate the pros and cons of using a Women's Studies designation for
       selected courses

The department has started to offer several WOMN courses and will continue to do so; however,
after serious examination, the department remains committed to keeping the majority of our
courses in the cross-listed category. The department will explore the possibility of a third
category designated as ―co-listed.‖ [See Part II, 1 and Part IV, 4.]

                                                       Women‘s Studies Program Review 2005--8
       16. Team up with other similarly sized ethnic studies departments to request a full-
       time classified secretary

The department successfully teamed up with the ethnic studies departments and the IDST
department to secure and share a full-time classified secretary who worked well with our
departments for several years. Unfortunately, since the person hired in that position left the
college, the classified position has remained vacant due to budget constraints. The lack of any
support staff beyond student lab aide workers has negatively impacted the department chair‘s

       17. Upgrade the department's computer systems and gain access to the Internet

Along with the rest of the college, the department chair received an upgraded computer and
Internet access.

       18. Maintain the department's FWS allocation and expand the lab aide allocation

Again due to budget constraints, the department over the past several years received a reduction
in its FWS allocation. The department has filled some of that gap by successfully recruiting
students with CalWORKS grants to work in the office. In addition, during the academic year
2006-2007, the department will see its FWS funds restored to their earlier size. Finally, the
college has maintained its ample lab aide allocation for Project SURVIVE peer educators.

       19. Increase visibility of CCSF Women's Studies in the community

The department designed a new brochure, distributed each semester, which not only lists the
schedule for that semester but also offers a brief description of all Women‘s Studies courses. We
distribute this brochure on campus and in the community in places such as The Women‘s
Building. The department has also established an official website, which gives an introduction to
our faculty and courses. Project SURVIVE has also established its own website as has the
Women‘s Resource Center.

       20. Investigate need for offering courses in other locations

We are currently examining the possibility of offering Psychology 15 Assertive Behavior in
transitional shelters for women leaving abusive relationships.

       21. Join the National Women's Studies Association

Although due to budget constraints the department cannot afford an institutional membership to
NWSA, the department chair has maintained an individual membership and presented a paper at
the 2003 conference in New Orleans and will participate on a panel of Women‘s Studies
administrators in community colleges at the 2006 conference in Oakland, California.

                                                      Women‘s Studies Program Review 2005--9
Part II: Current Status of Unit–Historical/Statistical
1. Recent developments that significantly impact upon the unit’s ability to provide
educational services to students.

•Like the rest of the college instructional personnel, the Women’s Studies faculty is aging.

Two key instructors have already retired. A third has taken a 50% early retirement package; a
fourth, a 20% early retirement package. Many of the department‘s instructors developed the
Women‘s Studies courses they currently teach. As they retire, the department must ensure that
the instructors who replace them teach from a feminist perspective and embrace the principle of
intersectionality that lies at the foundation of the department‘s mission. Also, the department has
a commitment to diversity in hiring, so since most of our courses are ―owned‖ by other
departments, it is essential that Women‘s Studies faculty have some influence–either formal or
informal–on which full and part time faculty will teach Women‘s Studies courses. To facilitate a
formal participation in the hiring process, we hope to develop the concept of ―co-listing‖ courses.

Background to the proposed co-listing classification option: A department ―owns‖ or
―houses‖ a course for which it pays and receives FTE and FTES. Most Women‘s Studies
courses, as stated earlier, are owned by other departments and cross-listed in Women‘s Studies.
In the past, Women‘s Studies instructors developed courses housed in other departments, and
although Women‘s Studies has recently started to use the WOMN course identifier for several
courses we have developed, for the long-term we intend for most of our courses to remain
housed in other departments. We would like to use a proposed new classification option of ―co-
listed‖ for certain courses, which we would designate ―core‖ courses, such as Women’s Health.
For example, Women’s Health would read HLTH 25/ WOMN 15 in the Catalog and Time
Schedule. The Health Education and Community Health Studies department would still own the
course, both paying for it and receiving FTE and FTES for it, but Women‘s Studies would share
with the home department a formal role in hiring instructors to teach it. Other courses may
remain cross-listed only, such as PSYC 14 Psychology of Shyness and Self-Esteem.

•Project SURVIVE, the campus sexual violence prevention and healthy relationship
program–established in 1994 and housed in Women’s Studies–has grown far beyond the
program’s original expectations. [See Appendix C]

--It has expanded from two peer educators delivering 60 presentations in 1994-95 to thirty peer
educators delivering 185 presentations and reaching over 3,500 students, in 2005-2006.

--The ―Sexual Health Educator‖ certificate program owes its success to Project SURVIVE, and
the new ‗Trauma Prevention and Recovery‖ certificate program will draw from Project
SURVIVE‘s expertise. Certificate programs enhance the job readiness of department‘s students.
Since its establishment in 2000, over 30 students have completed requirements for the certificate.

--Project SURVIVE has begun collaborating with the Health Education and Community Health
Studies department‘s Health Care Interpreter Program to offer its presentations in Cantonese and
Mandarin at the Chinatown-North Beach campus and two additional Chinatown sites. All Project

                                                     Women‘s Studies Program Review 2005--10
SURVIVE educational materials have been translated into Chinese and Spanish. The program
plans to increase the Cantonese-Mandarin presentations and to launch the program in Spanish at
the Mission campus over the next few years. There are no mono-lingual ESL/Russian classes to
warrant a comparable program in Russian; however, we do intend to translate our materials into
Russian and make them available at the John Adams campus. We hope to establish a Project
SURVIVE satellite office at the new Mission campus.

--Project SURVIVE has recently received $25,000 from The David B. Gold Foundation for its
Expect Respect SF program, a collaborative effort of the college, five community based
organizations, and the District Attorney‘s office to deliver a high quality comprehensive and
consistent ―healthy relationship education‖ program to all San Francisco public high school

--California Assemby Bill 1088‘s demands of…..[GET TITLE RIGHT] will require that Project
SURVIVE increases the number of presentations it offers to the campus community.

--The lack of consistent administrative staff and reduced non-instructional faculty time will
undermine the department‘s ability to provide support to Project SURVIVE as it grows in the
above key areas. Administrative staff at .25 FTE would solve the first part of the problem. The
solution for the second part could come from additional department chair coordinating units.
Currently, the Project SURVIVE coordinator has ―loaned‖ three of that position‘s designated
non-instructional units to the faculty advisor of the Women‘s Resource Center (WRC). The
WRC faculty advisor then combines those three units with three coordinating units to support the
students at the Center and ensure continuity and consistency in the services the Center provides.
If the department were granted three more coordinating units each academic year for the WRC
advisor, the Project SURVIVE non-instructional units could be returned to the coordinator so
that she could devote more time to multi-site/multilingual presentations, further expansion of the
program to accommodate the demands of AB 1088, support for the Expect Respect SF project,
and the two certificate programs.

•Women’s Studies has taken an active role in several successful campus collaborations.

--As a key player in the campus Diversity Collaborative, Women‘s Studies has helped develop
and lend support to the concept of co-listing classes. As stated above, more hiring power will
ensure a more diverse faculty for Women‘s Studies students.

--Women‘s Studies collaborates with the Interdisciplinary Studies department to offer the
―Sexual Health Educator‖ certificate program. Recently, the department worked with
Interdisciplinary Studies and the Health Education and Community Health Studies to develop the
―Trauma Prevention and Recovery‖ certificate.

--This year Women‘s Studies has entered into a collaboration with the Drug and Alcohol Studies
program of Health Education and Community Health Studies to co-sponsor WAY-PASS, a
student-initiated and student-run program to help formerly incarcerated women students
reintegrate into society through higher education.

                                                    Women‘s Studies Program Review 2005--11
--Every year we collaborate with the Concert-Lectures Series, the Rosenberg Library, Associated
Students, and the Diversity Collaborative to produce a rich offering of events for Women‘s
History Month. Most recently, Women‘s Studies participated in a successful collaboration with
the Latina/o Service Network and the LALS department to bring Dolores Huerta to the Diego
Rivera Theater in conversation with the student coordinator of the Women‘s Resource Center.
Also in Spring 2006, Women‘s Studies collaborated with the Rosenberg Library exhibitions
committee and the Asian Pacific Islander club on an exhibit of Tapa cloth and a multidisciplinary

--In Fall 2005, Women‘s Studies received a Service Learning grant to organize the Intersecting
Identities Conference. Graphics Communications designed an attractive poster advertising the
conference and Music department students opened the event. Students who attended the
conference have begun to work with Community Scholars, a group of low-income, primarily
women of color, living in subsidized housing who teach public school teachers and teacher
candidates how to respect the students and their families through the oral tradition:

--In Fall 2004, with the help of CalWORKS, Women‘s Studies launched WOMN 20
her/his/ourstories. With an emphasis on female storytelling traditions, the course uses oral
traditions, dialogue, conversation, and storytelling to offer strategies for researching,
recognizing, respecting, and retelling individual/community stories as vehicles for enhancing life
and career/job choices. Working with Graphics Communications and Multimedia Studies,
WOMN 20 students have produced a book and a CD both entitled ―R Stories,‖ and a website
called ―Fertile Words.‖ We have started to research the feasibility of a Her/His/Ourstory oral
history center at the college, which would be a collaborative effort between several departments.

2. Discuss the significance of results and (where available) trends in the following areas:

       2.1 Student demographic profile compared to overall college profile

•Women‘s Studies students are significantly younger than other students at the college with
about half in the 16-24 year old age range; whereas, college-wide only about 35% fall into that
demographic. This bodes well for the future of feminist studies at the college.

• Overall, the ethnicity of our students matches the college wide population much more closely
than it did in 1994 when white students comprised 40-44% of our department compared to 28-
31% college wide. In 2004-2005 white students in our department comprised 23-28% compared
to 26-27% college wide. We have made a concerted effort to reach out to women of color, and
we have been successful. African Americans comprise about 15% of Women‘s Studies classes
while only 9% college-wide. Hispanic/Latinos are about 22.5 % of Women‘s Studies classes
while only 15-16% college-wide. Our classes have the same percentage of Native Americans
(1%) as the rest of the college. We are still lagging behind the college in terms of Asian/Pacific
Islanders, however, with 19% in Women‘s Studies classes and 31.5% college-wide. As noted
earlier, although we have increased that population in Women‘s Studies from 11% in 1994, we
clearly need to do further outreach into that community.

                                                     Women‘s Studies Program Review 2005--12
                 •Our classes are still overwhelmingly women, although we have seen a small increase of about
                  2-3% in the number of men in our classes since 1994. We hope that gradual trend continues.

                                                              Women's Studies                              College-Wide
               CREDIT                         Excluding Cross-Listed      Including Cross-Listed              Credit

                                                Fall      Spring        Fall    Spring Summer       Fall     Spring Summer
                                               2004       2005         2004     2005    2005       2004      2005    2005

               16 - 19                         13%          5%         17%        8%       11%     12%         6%         13%
               20 - 24                         27%         32%         40%       40%       53%     27%        28%         36%
Age Group

               25 - 29                         19%         21%         16%       20%       20%     18%        19%         17%
               30 - 34                         10%         11%          8%       11%        5%     12%        13%         10%
               35 - 39                          6%          5%          6%        7%        5%      9%         9%          7%
               40 - 49                          6%         21%          8%        9%        5%     12%        12%          9%
               50 Plus                         19%          5%          5%        5%        0%     10%        11%          7%
               Unknow n/No Response             0%          0%          0%        0%        0%      0%         0%          0%

               African American                13%         11%         15%       14%       16%      9%         9%         10%
               Amer Indian/Alaskan Native       0%          0%          1%        1%        0%      1%         1%          0%
Ethnic Group

               Asian/Pacific Islander           8%          0%         19%       19%       36%     32%        31%         39%
               Filipino                         2%          0%          7%        7%        9%      8%         8%          8%
               Hispanic/Latino                 29%         11%         25%       20%       18%     16%        15%         14%
               Other Non White                  8%          0%          3%        4%        0%      3%         3%          3%
               Unknow n/No Response            10%         11%          8%        7%        4%      5%         6%          5%
               White Non Hispanic              31%         68%         23%       28%       16%     26%        27%         20%

               Female                          83%         89%         83%       84%       89%     56%        56%         57%
               Male                            13%         11%         16%       15%       11%     43%        43%         41%
               No Response                      4%          0%          1%        1%        0%      1%         1%          1%

               Concurrent HS                    0%          0%          1%        0%        2%      1%         1%          2%

               Continuing                      50%         53%         65%       77%       93%     61%        66%         70%
               New FirstTime                   13%          0%         10%        4%        0%     10%         5%          4%
               New Transfer                    19%         32%         12%        9%        2%     13%        14%         12%
               Returning                       17%         16%         12%       10%        4%     15%        14%         12%

               Basic Skills Development         2%          0%          2%        2%        4%      3%         3%          1%
               Educational Development         12%          5%          5%        5%        0%      8%         9%          5%
Ed Goal

               GED or HS Diploma                0%          0%          1%        1%        4%      1%         2%          3%
               Obtain Four-Year Degree         56%         42%         51%       50%       64%     35%        34%         54%
               Obtain Tw o-Year or Voc Cert     8%          0%          9%       10%       11%      9%         9%          8%
               Other Career-related             8%         16%         10%       12%        5%     17%        18%         10%
               Undecided/No Response           15%         37%         22%       20%       13%     26%        26%         19%

Note: All Summer 2005 sections w ere cross-listed.

                        2.2 Mean faculty load compared to college average

                                                                        Women‘s Studies Program Review 2005--13
•Women‘s Studies has only one full-time faculty dedicated to the department. Sixty per cent of
this position involves teaching the two Project SURVIVE training courses and coordinating
Project SURVIVE. The rest of the position involves teaching one or two courses and/or chairing
the department. Most of our classes are taught by full-timers and part-timers from other
departments although we now have two WOMN credit courses taught by two different
instructors and one WOMN non-credit course.

•In comparison with the rest of the college where credit LOAD (WSCH divided by Instructional
FTE) has increased .03 over the last eight years, credit LOAD has increased .08 in the Women‘s
Studies department, an indication that enrollment in Women‘s Studies is growing at a faster pace
than the rest of the college. We are proud of that growth and believe that it indicates the
department is reaching out to a broader group of students.

       2.3 Departmental WSCH and FTES (See below)

•Over the last eight years Women‘s Studies has experienced approximately a 30% increase of
Weekly Student Contact Hours (WSCH) in our credit courses and a similar increase in Full Time
Equivalent Students (FTES) which supports the strategies outlined in our past Program Review
that we have successfully implemented as stated earlier in this report.

       2.4 Departmental faculty FTE (See below)

•Over the last eight years Women‘s Studies Full Time equivalent faculty has increased 11%.

Women's Studies - Credit

Summer                        1998       1999       2000       2001       2002      2003        2004       2005
Count of Sections                                                  1          2         1
Instructional FTE                                               0.20       0.40      0.20
FTES                                                             3.3        7.3       4.4
WSCH                                                            98.1     219.2      131.2
Pos Attendance Hours                                             0.0        0.0       0.0
Load                                                          490.5      548.0      656.0

Fall                           1998       1999       2000       2001       2002       2003       2004       2005
Count of Sections                 27         29         29         29         33         36         35         38
Instructional FTE               4.91       5.04       5.04       5.27       5.92       6.05       5.82       6.45
FTES                            70.7       67.2       69.7       78.3       87.3     105.6        99.9     101.1
WSCH                        2,120.7    2,016.1    2,090.6    2,348.6    2,617.5    3,167.0    2,997.0    3,031.7
Pos Attendance Hours          896.0      711.0    1,656.0    1,688.0      862.0    1,890.5    2,659.0    1,931.0
Load                          431.9      400.0      414.8      445.7      442.1      523.5      514.9      470.0

Spring                         1999       2000       2001       2002       2003       2004       2005       2006
Count of Sections                 31         35         33         36         40         37         39         42
Instructional FTE               5.37       6.10       5.84       6.81       6.46       6.12       6.58       6.96
FTES                            74.8       83.4       72.8       92.0       92.7       95.5       98.0     105.4
WSCH                        2,244.6    2,502.1    2,184.5    2,760.0    2,781.7    2,865.9    2,940.5    3,162.4

                                                      Women‘s Studies Program Review 2005--14
Pos Attendance Hours            638.5    1,224.0   1,520.0    1,320.0     680.0       1,052.0   2,694.0   3,780.5
Load                            418.0      410.2     374.1      405.3     430.6         468.3     446.9     454.4

Women's Studies - Noncredit

Fall                             1998      1999       2000       2001      2002         2003      2004      2005
Count of Sections                    1         1          2          1         1            1         1         1
Instructional FTE                 0.04      0.04       0.07       0.04      0.04         0.04      0.04      0.04
FTES                               0.5       0.6        0.8        0.6       0.6          0.7       0.5       0.4
WSCH                              13.5      19.1       24.5       17.6      17.3         19.8      15.9      10.5
Pos Attendance Hours            236.0     334.0      430.0      308.0     302.0        346.0     278.0     184.0
Load                            185.6     262.6      192.5      242.0     237.9        272.3     218.6     144.4

Spring                           1999      2000       2001       2002      2003         2004      2005      2006
Count of Sections                    1         1          1          1         1            1         1         1
Instructional FTE                 0.04      0.04       0.04       0.04      0.04         0.04      0.04      0.04
FTES                               0.9       0.7        0.4        0.7       0.4          0.7       0.5       0.5
WSCH                              28.2      21.5       11.2       20.2      12.7         20.1      14.1      15.3
Pos Attendance Hours            494.0     376.0      196.0      354.0     222.0        352.0     246.0     268.0
Load                            387.8     295.6      154.0      277.8     174.6        276.4     193.9     210.4

Collegewide Load                 1998      1999       2000      2001       2002         2003      2004      2005
Summer Credit                  469.94    475.72     471.36    511.67     473.67       518.02    513.91    481.35
Fall Credit                    489.01    502.52     490.15    470.67     531.52       540.53    515.68    511.47
Fall Noncredit                 344.58    342.35     333.65    350.26     347.33       370.41    347.73    329.16

Collegewide Load                 1999      2000       2001      2002       2003         2004      2005      2006
Spring Credit                  486.92    478.41     485.06    526.08     526.56       511.04    499.64    504.47
Spring Noncredit                336.2    337.78     340.85    363.22     371.22       347.69    334.06    335.55

Source: Institutional Advancement, September 2006
Note: Excludes figures associated with Grant Funded sections; these sections do not
    have associated WSCH figures--their inclusion would skew load calculations.

       2.5 Student success by course success, GPA average and persistence compared to
       College average

•The mean 2004-2005 GPA of Women‘s Studies students is slightly higher (2.85-2.90) than the
college-wide mean GPA (2.78). If we look strictly at the one or two WOMN courses offered
since 2000, those students have on average a substantially higher (3.27-3.31) mean GPA than the
college-wide mean. In terms of success rate, in cross-listed Women‘s Studies courses the rate is
slightly higher (70.4-70.7) than college-wide (68.9-69).

                                                       Women‘s Studies Program Review 2005--15
                                     Women's Studies                                 College-Wide
       CREDIT         Excluding Cross-Listed       Including Cross-Listed               Credit

                  Number of   Mean     Success Number of   Mean     Success Number of    Mean    Success
                  Students    GPA        %     Students    GPA        %     Students     GPA       %

Fall       1998                                  744       2.79      65.7   29,387       2.71       63.9
           1999                                  697       2.88      67.3   29,789       2.76       65.2
           2000      17       3.33      29.4     725       2.99      69.7   30,373       2.78       65.5
           2001      15       2.80      33.3     812       3.03      69.0   32,105       2.85       67.9
           2002      24       3.56      66.7     907       3.08      75.1   34,248       2.84       69.8
           2003      37       3.43      59.5    1,062      2.83      70.5   32,767       2.83       70.0
           2004      52       3.27      74.0    1,091      2.85      70.4   32,545       2.78       69.0

Spring     1998                                  838       2.96      68.5   30,340       2.84       67.3
           1999                                  798       2.95      68.5   30,622       2.73       65.9
           2000      19       3.18      72.2     866       2.88      68.8   30,372       2.77       65.4
           2001      23       2.45      34.8     764       2.97      68.8   30,751       2.83       66.6
           2002      20       2.69      57.9     964       2.84      71.5   34,618       2.82       68.2
           2003      30       2.95      66.7    1,080      3.10      73.1   35,020       2.84       69.8
           2004      36       3.19      75.0    1,045      2.88      72.2   33,423       2.80       69.2
           2005      19       3.31      63.2    1,108      2.90      70.7   33,834       2.78       68.9

Summer 1998                                                                  9,821       3.06       79.9
           1999                                                             11,545       3.01       79.8
           2000                                                             12,506       2.95       78.4
           2001      33       3.08      70.0      33       3.08      70.0   13,043       3.05       80.7
           2002      35       2.81      57.1      68       3.02      62.7   14,462       3.12       82.3
           2003      42       3.24      85.4      42       3.24      85.4    9,856       3.15       86.3
           2004                                   34       3.00      40.0    9,467       3.04       79.8
           2005                                   55       2.85      85.5   10,932       2.96       79.2

Part III: Current Status–Link to Strategic Plan
   1. Teaching Excellence, Student Learning Outcomes and Program Improvement

         1.1 Departmental activities toward improving classroom instruction and teaching
             excellence, including professional development activities

                                                        Women‘s Studies Program Review 2005--16
•Several of our faculty have participated in both the Asian Infusion Project and the Multicultural
Infusion Project and have brought relevant pedagogical concepts and curricular ideas they
learned there into their classrooms. Other faculty have enrolled in the series of Diversity and
Social Justice courses and likewise have introduced anti-oppression teaching methodologies used
in those courses into their classrooms. Also, at each of our mid-year meetings, one of our
instructors volunteers to facilitate a seminar called ―Am I Dating Myself?‖ to transmit some of
the latest innovations in her particular field. This helps to keep current the cross-curriculum
general knowledge of our faculty. Faculty regularly attend academic conferences, such as the
National Women‘s Studies Association Conference, the American Historical Association
Conference, and the Community College Humanities Association Conference. Some of our
faculty offer presentations for Flex Day, such as ―Women Aging Healthily,‖ ―Sexual
Harrassment Prevention Strategies,‖ and the ―Instructional Skills Workshop.‖ [See Appendix D
for a summary list of professional activities.]

       1.2 Appropriateness of course offerings to the discipline and the students typically
           served by the department/program (strategic priority 1.2)

•Women‘s Studies offers a wide variety of courses that meet the needs of the student who may
have a casual interest in gender studies as well as the student who intends to transfer to a four
year university majoring in Women‘s Studies. Our courses range from one non-credit course in
self-defense and self-empowerment and a Women‘s Studies focus in English 96, a pre-collegiate
composition course, to courses that are UC transferable, such as Women in the Economy and
Women and Literature. On a trial basis we offered English 90-92 sections focusing on gender,
race, and class to CalWORKS students, but funding is no longer available. We hope to re-
institute these courses in the future.

•A student interested in an A.A. (10% of our students indicate an interest in an A.A. or a
vocational certificate) can meet many of her/his graduation requirements [See Appendix B]
through Women‘s Studies courses. Half of our students identify obtaining the four-year degree as
their goal so the fact that all of our courses are CSU transferable and that nearly 2/3 of them are
UC transferable indicates that we are serving our students well.

•Finally, as an interdisciplinary department, Women‘s Studies courses originate in fourteen
different departments. All of our courses have a multicultural focus, and we offer several courses
that focus specifically on women from diverse cultures: The African American Woman in the
U.S., Asian American Women, Latinas in the U.S. (Voces), African American Women in the
Creative Arts, African American Women in Literature, Architecture and Diversity, and

       1.3 Synchronization of times/days of departmental offerings with those of other

•One of the main charges of the Women‘s Studies department chair is to coordinate scheduling
with the fourteen other department chairs that house most of our courses. The goal is not to have
courses that would draw on the same population of students offered at the same time. Most of
our courses meet on the Ocean campus during the day. Along with prime morning hours,

                                                     Women‘s Studies Program Review 2005--17
afternoons from 1-4 p.m. have become a popular time for some of our classes. We offer classes
every night of the week on the Ocean and Castro-Valencia campuses, and we have also started to
offer classes at the Mission campus, two during the Friday night-Saturday day six-week Working
Adult module. We often offer one evening class at the Downtown campus. Our non-credit class
meets on Saturdays at the John Adams campus. We try to balance offerings between day and
night and the various campuses to give our students a wide range of days, times, and locations to
take our classes.

       1.4 Support of the college’s transfer mission (strategic priority 2)

•As stated earlier, all of our credit courses are CSU transferable, nearly 2/3 of them are also UC
transferable, and nearly half qualify for IGETC. [See Appendix B].

•Student Satisfaction: According to the Student Satisfaction Survey conducted in Women‘s
Studies classes in Fall 2005, our students have a high rate of satisfaction. [See Appendix E.] In
comparing Women‘s Studies classes to other classes, 44% responded that their Women‘s Studies
class(e) was better than their other classes, and another 28% reported that their Women‘s Studies
class(es) was the best of their classes. Virtually all students either agree (55%) or strongly agree
(43%) that their Women‘s Studies classes are stimulating. Over half agree and nearly another
third strongly agree that Women‘s Studies classes are challenging. Similar numbers agree (84%)
that Women‘s Studies classes are transformative. And 92% agree (56%) or strongly agree (36%)
that their Women‘s Studies classes have helped them meet their academic goals.

       1.5 Enhancement of outside classroom learning experiences for students

•Every year Women‘s Studies leads a collaboration with other departments to offer events in
honor of Women‘s History Month during March. [See Appendix G for sample calendar.] For
example, during the celebrations this spring we hosted fourteen events which included a
conversation between UFW organizer and co-founder Dolores Huerta and the Women‘s
Resource Center coordinator in front of a standing room only crowd in Diego Rivera Theater,
films, lectures, poetry readings, dance and musical performances, an open house and reception at
the Women‘s Resource Center, [See Appendix H] and two art installations. We also host a
sexual healing workshop for women in the spring and co-host a workshop for men in the fall.

•Project SURVIVE sponsors a speak-out in front of The Clothesline Project in the cafeteria
during Domestic Violence Awareness month and several performances of the play Drawing the
Shades, about four rape survivors, two women and two men, during Rape Awareness Month. In
Spring 2006, we hosted the city-wide Adult Sexual Assault Response and Prevention Conference
in Diego Rivera Theater. We also participate in safer sex fairs and general health fairs at the
Ocean campus and the community health fair at John Adams.

•As stated earlier, in Fall 2005, Women‘s Studies organized the Intersecting Identities
Conference in Diego Rivera Theater. [See Appendix I.] The conference featured four community
activists, including three former students, who spoke about how their identities affected their
organizing work. The conference focused on the concept of intersectionality, a foundation
principle of the Women‘s Studies department, which argues that systems of oppression based on

                                                      Women‘s Studies Program Review 2005--18
gender, race, class, sexuality and other categories are interlocking and simultaneously
experienced. Each of our identities is complex and cannot be reduced to a single category. A
series of classroom presentations by students prior to the conference and small group discussions
with two community based organizations after the conference made the month of September
2005 an exciting time for Women‘s Studies. Our new class WOMN 20 her/his/ourstories has
continued the organizing work started at the conference.

•By offering work experience certificates–the successful Sexual Health Educator certificate and
the brand new Trauma Prevention and Recovery certificate–we are giving our students practical
experiences outside the classroom that will increase their employability in the workforce.
(strategic priority 3)

       1.6 Increasing communication and collaboration between student services and
           instruction (strategic priority 5)

•During Spring 2006, Women‘s Studies collaborated with the Latina/o Services Network to bring
Dolores Huerta to the college. We also participate in the Network‘s open house events. We offer
Project SURVIVE presentations in the African American Retention Program and work closely
with CalWORKS, hiring their students to work in the department office, on the Project
SURVIVE team, and at the Women‘s Resource Center where a CalWORKS student has served
as coordinator. CalWORKS supported the launching of WOMN 20: her/his/ourstories and co-
piloted with Women‘s Studies several sections of English 90-92 focusing on gender, race, and

•We have a cooperative relationship with the Re-entry Program, the Family Resource Center
(FRC), the Queer Resource Center (QRC), and Students Supporting Students (Scube). In
particular, the Women‘s Resource Center staff and faculty advisor have worked hard to ensure
good communication and relations with the FRC, the QRC, and Scube.

•We have received a series of grants from the Peer Mentoring and Service Learning Program to
support the sexual healing workshop, the Project SURVIVE presentations at three Chinatown
sites, including the Filbert Street campus, and the R Stories book and CD produced by the
WOMN 20 students. We also maintain good relations with the counseling staff in Conlan, Cloud,
and Arts as well as with the Career Placement Center.

       1.7 Promotion of flexible delivery systems

•As mentioned earlier, we offer an array of classes during the day on weekdays and Saturdays--
and several Sundays,--and during the evening at Ocean, Castro-Valencia, Downtown, Mission,
and John Adams. Through Project SURVIVE we have also begun to serve ESL classes on a
regular basis at the Chinatown/North Beach campus and other Chinatown sites.We offer a non-
credit self-defense class and two free annual day-long sexual healing workshops: for women in
the spring and for men in the fall. We have also offered Friday-Saturday six-week classes
through the Working Adult Degree Program at the Mission campus. The 1/2 unit Diversity and
Social Justice Saturday classes remain popular with students.

                                                    Women‘s Studies Program Review 2005--19
       1.8 Expansion of institutional partnerships (with other schools, businesses, and

•Project SURVIVE formed a working collaborative with a group of five community based
organizations (CBOs) in Spring 2005--The Riley Center, La Casa de las Madres, San Francisco
Women against Rape, Huckleberry House, and Community United against Violence—and the
District Attorney‘s Office. This spring we received a grant of $25,000 from The David B. Gold
Foundation to launch a consistent, comprehensive healthy relationship program in SFUSD high

   2. Supportive Working Environment

       2.1 General morale of faculty and staff in the department, including results of
           employee surveys

•Generally, the faculty is satisfied with the administrative support it receives, but instructors
indicate a need for more clerical support. Over the last ten years the number of available VCR-
DVD/monitors have increased, but the lack of block grant funds during the last several years has
begun to show its effects in deteriorating slide projectors.

•Consistently, faculty report a high level of satisfaction with teaching Women‘s Studies classes.
94% reported that teaching a Women‘s Studies class greatly enhances their overall teaching
experience at City College. [See Appendix F.]

•Some faculty have commented on the decreasing numbers of women in administrative positions
at the Ocean campus, which has contributed to a slight but noticeable diminishing of overall
morale. This is not a criticism of the male administrators who have replaced them, but the effect
has had somewhat of a chilling effect on the attention paid to the department. On the other hand,
the current administration has given strong support to the Women‘s Resource Center, which
benefits the student population.

       2.2 Involvement/inclusion of part-time instructors in departmental activities

•Part-time faculty have an ongoing and consistent presence at all faculty meetings. They have
contributed to the mission and vision statement of this Program Review report and have offered
feedback on its goals and objectives section. One of our part-time instructors, Dr. Jean Ishibashi,
has served as the faculty advisor for the Intersecting Identities Conference, and she will take over
the Women‘s Resrouce Center faculty advising position in the fall.

       2.3 Involvement/inclusion of departmental classified staff (if any) in departmental

•At this time we have no classified staff.

       2.4 Facilitation of collaborative and collegial relationships among faculty and
           between faculty and staff

                                                     Women‘s Studies Program Review 2005--20
•Each semester we hold our departmental meetings at the home of one of the instructors, where
we visit casually with each other before and after conducting business. The
―‖ listserve keeps faculty in easy and regular contact with one another. A
number of us have collaborated on writing course outlines, team teaching courses, and
developing extra curricular activities for students. We observe one another‘s classes and give
feedback around challenging classroom situations.

       2.5 Promotion of respect for diversity and tolerance of differences among faculty,
           staff and students

•Our faculty is committed to diversity through participation in the Asian Infusion Program, the
Multicultural Infusion Program, and the Diversity and Social Justice classes. Diversity is at the
core of our curriculum, and the department chair is an active member of the Diversity
Collaborative, and several of our faculty serve on the Sexual Harassment/Gender Bias

   3. Facilities Renewal

•Project SURVIVE intends to move with the Health Science department to the new Joint Use
Facility on Ocean. In 1999, Project SURVIVE joined forces with the HIV/STI Prevention
Program and Project SAFE on the remodeled fourth floor of Cloud Hall so that the programs
could collaborate. The collaboration has succeeded beyond our expectations and now includes
joint work with other Health Science programs: the Health Care Interpreter Program
(presentations in Chinese and Spanish); the Drug and Alcohol Studies Program (WAY-PASS co-
sponsorship); the Community Health Care Program (overlapping certificates and shared students,
similar to collaboration with SAFE certificates and students). As stated earlier, we have also
collaborated with Health Sciences on the new Trauma Prevention and Recovery Certificate

•Currently, the Project SURVIVE facilities, with its private counseling office for sexual violence
survivors, a small office where peer educators can assemble packets, and ample storage room,
serves our needs quite well. We are grateful to the college for acknowledging the importance of
this program and meeting its space needs. As the program grows, however, with presentations in
Spanish and Chinese at the Mission and Chinatown/North Beach campuses respectively, and the
new high school outreach program, we anticipate the need for a larger office to accommodate the
growing team of peer educators.

   5. Equipment and Supplies

•As Project SURVIVE expands, we hope to update the computers in the peer education office.
Currently, student workers use six-year-old computers, which we would like to replace when the
program moves to the Joint Use Facility.

•The Women‘s Studies annual supplies budget has grown from $100 fifteen years ago to $1,000
today, with most of the increase going to Project SURVIVE. Due to the current constraints on

                                                     Women‘s Studies Program Review 2005--21
spending, we can use only a portion of that allotment each year, so we have gone without
essential supplies. Once that budget is restored, our needs will be adequately met. We have
received money from a grant and anticipate some private donor contributions to pay for supplies
for the Expect Respect SF program.

Part IV: Plans for Next Six Years
1. Major departmental goals and objectives for the next six years

The goals of the Women’s Studies Department for 2005-2011 are as follows:

 1. Design a major in Women‘s Studies
 2. Expand the offerings of WOMN courses
 3. Maintain and expand Women‘s Studies cross-listed courses
 4. Investigate the possibility of co-listing core Women‘s Studies courses
 5. Establish criteria for WOMN courses as well as cross-listed and co-listed courses
 6. Research the feasibility of offering short-term credit courses at community sites via Contract
Education and/or CalWORKS
 7. Explore the possibility of establishing an oral history center based in Women‘s Studies
 8. Continue the multi-language expansion of Project SURVIVE at various campuses
 9. Expand Project SURVIVE training capacity
10. Institutionalize the Respect Sex Team project
11. Work more closely with Student Services
12. Maintain ongoing healthy collaborations with various other related departments and
13. Collaborate with Health Education and Community Health Studies department in securing
space for Project SURVIVE in the new Joint Use Facility on Ocean
14. Strengthen ties between the Women‘s Resource Center and Women‘s Studies
15. Provide adequate student support to the Women Studies office, Project SURVIVE, and the
Women‘s Resource Center
16. Petition to share a 20 hour/week support staff person with the IDST department
17. Keep websites updated, revising when necessary
18. Maintain an affiliation with the National Women‘s Studies Association
19. Continue yearly ―Am I Dating Myself?‖ Seminar at CCSF Women‘s Studies winter meetings

2. Proposed action plans addressing the goals and objectives as stated in #1

     Goals/Objectives                       Time Line       Budget         Person Responsible
 1. Design a major in Women’s Studies       2006-2008                     Simon and Strausberg
• Research Women‘s Studies majors at
UC Berkeley and SFSU
• Research Women‘s Studies majors at
community colleges nation-wide
• Research majors in comparable
departments at CCSF

                                                    Women‘s Studies Program Review 2005--22
•Identify core Women‘s Studies courses
 2. Expand number of WOMN courses 2006-2009              XXXXX
• Design a new course that offers an                                 Simon, Goldsmith,
overview of feminist theories and                                    and Arruda
• Develop a sequential course to Women                               Brownsey
and Film that focuses on contemporary
film only                                                            Hu and Martin
• Design two short-term companion
courses on women in science and math
 3. Maintain and expand Women’s             2006-2009    XXXXX
 Studies cross-listed courses
• Each semester offer at least 3/4 of the                            Simon
courses listed in the catalogue
•Ensure that all courses remain active and                           Simon
are offered at least once a year
• Design a new course that examines                                  Simon and Biehn
women‘s leadership styles in the
workplace with Business department
• Investigate the possibility of offering a                          Elamine and Muller
course on women and Islam with the
IDST department
• Revise Architecture and Diversity so                               Simon and Davis
that it more clearly meets the needs of
introductory students, especially women
• Contact CalWORKS about funding
Labor Studies 78 Women’s Employment
Issues or negotiate replacing those
courses with employment courses funded
by Career Placement
• Continue to investigate the possibility
of establishing sections of English 90-92-
93/94 that focus on gender, race, and
4. Investigate the possibility of co-       2006-2009                Simon and Nance, et
listing core Women’s Studies courses                                 al
• Define the distinction between a cross-
listed course and a co-listed course
• Meet with chairs of departments in
which Women‘s Studies has cross-listed
courses that may be suitable for co-listing
• Confer with Diversity Collaborative
chairs interested in co-listing option
• Meet with Office of Instruction and
Scheduling to determine logistics of co-
listing in Catalogue and Time Schedule

                                                   Women‘s Studies Program Review 2005--23
5. Establish criteria for WOMN                2006-2008                Roth, Simon, and Hu
courses as well as cross-listed and co-
listed courses
• Investigate the history and origins of
cross-listed courses
• Analyze the relatively recent decision to
begin offering WOMN courses, including
rationale for establishing WOMN 10 and
WOMN 20 as well as projections for new
WOMN courses
• Coordinate co-listing criteria with
interested Diversity Collaborative chairs
6. Research the feasibility of offering       2006-2009    XXXXX
short-term credit courses at
community sites via Contract
Education and/or CalWORKS                                              Simon and Harrison
• Explore the possibility of offering
Assertive Behavior at a transitional
housing site for battered women
• Make inquiries about the feasibility of                              Simon, Freedman, and
offering the Diversity and Social Justice                              Muller
series to non-profit organizations at The
Women‘s Building
7. Explore the possibility of                 2006-2009    XXXXX       Simon and Ishibashi
establishing an oral history center at
CCSF based in Women’s Studies
• Identify strategies for using WOMN 20
her/his/ourstories as a foundation for
setting up a community oral history
archives center at the new Mission
• Pursue NEH funding for an oral history
project of Katrina survivors (gendering
the race, class, disability, and age issues
of the catastrophe) in the Bay Area that
could operate as a pilot project for the
8. Continue the multi-language                2006-2009    XXXXX       Simon and
expansion of Project SURVIVE at                                        Goodfriend-Koven
various campuses
• Institutionalize the presentations in
Cantonese and Mandarin at the
Chinatown campus/sites
•Implement Project SURVIVE
presentations in Spanish at the Mission
campus and translate our materials into

                                                     Women‘s Studies Program Review 2005--24
Russian for students at the John Adams
• Continue and expand peer mentoring
grant to pay for health care interpreters
•Examine the possibility of establishing a
Project SURVIVE satellite office at the
Mission campus
9. Expand Project SURVIVE training            2006-2009     XXXXX       Simon and team
capacity                                                                coaches
• Offer evening or late afternoon/early
evening sections of the two Project
SURVIVE courses: IDST 54 and 55
• Recruit CCSF athletes to train as
Project SURVIVE peer educators
10. Institutionalize the Expect Respect       2006-2007     XXXXX       Simon and Zevallos
SF project
• Implement pilot project at four SFUSD
public high schools
• Fundraise for implementation phase          2006-2007                 Simon
• Implement program at all SFUSD              2007-2010                 Simon and Zevallos
public high schools
• Institutionalize the program via training   2010-                     Simon and Zevallos
of high school students in CCSF Project
SURVIVE classes
11. Work more closely with Student            2006-2011                 Simon
• Arrange to attend a general counseling
meeting each semester to familiarize the
counseling staff with Women‘s Studies
• implement joint programs with the
Latina/o Services Network, the Puente
Project, the African American
Achievement Program, APASS, and the
Re-entry Program
12. Maintain ongoing healthy                  2006-2011                 Simon, Nance et al,
collaborations with various other                                       Muller, Berthold,
related departments and programs                                        Goodfriend-Koven,
• Continue to meet on a regular basis with                              Iles
the other departments in the Diversity
• Maintain current collaborations with the
IDST and Health Education and
Community Health Studies departments,
such as the Diversity and Social Justice
series, the Sexual Health Educator

                                                      Women‘s Studies Program Review 2005--25
Certificate, and the Trauma Response and
Recovery Certificate
• Maintain current collaborations with the
Health Care Interpreter (multilingual
Project SURVIVE presentations) and
Drug and Alcohol Studies (WAY-PASS)
• Continue collaborations with the
Rosenberg Library exhibitions
committee, the Concert-Lecture Series
committee, the Diversity Collaborative
for Women‘s History Month events
13. Collaborate with Health Education          2006-2011                Simon and Berthold
and Community Health Studies
department in securing space for
Project SURVIVE in Joint Use Facility
(?) above reservoir space adjacent to
Phelan Avenue
• Attend space planning meetings
14. Strengthen ties between the                2006-2009                Simon, Freedman,
Women’s Resource Center and                                             Ishibashi, and Connell
Women’s Studies
• Update the WRC ―quiz,‖ making it
compatible with a wide range of
Women‘s Studies classes
• Investigate the possibility of linking the
WRC library holdings to the Rosenberg
Library website
15. Provide adequate student support           2006-2011    XXXXX       Simon, Freedman, and
to the Women Studies office, Project                                    Ishibashi
SURVIVE, and the Women’s Resource
• Increase the FWS allocation
• Ensure that the Women‘s
Studies/Project SURVIVE lab aide
allocation not be decreased
• Ensure that the Associated Students lab
aide allocation to the Women‘s Resource
Center not be decreased
• Continue to recruit and hire
CalWORKS students in Women‘s
Studies, Project SURVIVE, and the
Women‘s Resource Center
16. Petition to share a 20 hour/week           2006-2009    XXXXX       Simon and Muller
support staff person with the IDST

                                                      Women‘s Studies Program Review 2005--26
• Demonstrate the need for additional
support due to auxiliary programs in
Women‘s Studies (Project SURVIVE)
and IDST (Multimedia Studies
17. Keep websites updated, revising           2006-2011                        ITS
when necessary
• Train staff in the operation of html and
Dreamweaver programs
18. Maintain an affiliation with the          2006-2011                        Simon, et al
National Women’s Studies Association
• Ensure that one or more faculty join
NWSA and attend annual conference
19. Continue yearly ―Am I Dating              2006-2011                        Rotating faculty,
Myself?‖ Seminar at CCSF Women’s                                               Simon
Studies winter meetings
• Ensure that at every fall meeting one
faculty member volunteers to conduct the
winter seminar
• Use NWSA Action as a tool for eliciting
faculty input for topics

    3. Ways in which the department will continue to address the college strategic

•In addition to our continuing to meet strategic priorities 1.2, 2, 3, and 5 as stated earlier in this
report, we will look carefully at stratetic priorities 4 and 8 as we do outreach into high schools
via Project SURVIVE‘s Expect Respect SF program and as we continue to build a supportive
campus climate through the Diversity Collaborative, linking diversity studies to traditional
departments in

                                                        Women‘s Studies Program Review 2005--27

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